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Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/courseofstudyiniOObostiala 


SCHOOL  DOCUMENT    NO.  9-1921 

BOSTON  PUBLIC  SCHOOLS 
COURSE  OF  STUDY  IN  ITALIAN 

FIRST  UNIT—  FOR  5LVLNTH  AND  LIGHTH  GRADE.5 

OF  INTLRMLDIATL  SCHOOLS  AND  CLASSES,  OR 

FIRST  YLAR  CLASSES  IN  HIGH  SCHOOLS. 

SECOND  UNIT  —  FOR  NINTH  GRADES  OF  INTER- 
MEDIATE  SCHOOLS,    OR    FOR   SECOND  YEAR 
CLASSES  IN  HIGH  SCHOOLS 


DIVERSITY  of  GALIPORKU 

AT 

LOS  ANGELES 

LIBfiARY 

CITY    OF    BOSTON 

PRINTING    DEPARTMENT 

192  I 


127911 


In  School  Committee,  Boston,  September  12,  1921. 

Ordered,  That  the  Course  of  Study  in  Italian,  First  Unit :  For 
Seventh  and  Eighth  Grades  of  Intermediate  Schools  and  Classes, 
or  First  Year  Classes  in  High  Schools;  Second  Unit:  For  Ninth 
Grades  of  Intermediate  Schools,  or  Second  Year  Classes  in  High 
Schools,  is  hereby  adopted,  and  the  printing  of  twenty-five  hundred 
(2,500)  copies  thereof  as  a  school  document,  is  hereby  authorized. 
Attest: 

Thornton  D.  Apollonio, 

Secretary. 


stack 
Annex 

PC. 

lots 

OUTLINES  OF  WORK  IN  ITALIAN  FOR 

INTERMEDIATE  SCHOOLS  AND  CLASSES,  AND 

FOR  FIRST  AND  SECOND  YEAR 

CLASSES  IN  HIGH  SCHOOLS. 

In  the  intermediate  schools  where  Itahan  is  taught, 
pupils  should  begin  the  study  of  this  language  in  the 
seventh  and  eighth  grades.  The  work  of  these  two  years 
taken  together  constitutes  the  First  Unit.  In  rare 
cases,  intermediate  pupils  may  have  this  work  in  the 
eighth  and  ninth  grades.  The  work  of  these  two  years 
would  likewise  constitute  the  First  Unit.  In  either 
case  the  study  would  demand  five  half-hour  periods  of 
instruction  weekly  for  two  years. 

It  may  further  happen  that  the  intermediate  school 
pupil  will  not  take  up  Italian  until  the  ninth  grade. 
The  committee  feels  that  this  plan  is  inferior  to  either 
of  the  preceding,  for  the  earlier  the  pupil  begins  a  foreign 
language  the  better.  If  the  work  is  taken  only  in  the 
nintlj- grade,  a  minimum  of  seven  half -hour  periods  per 
week,  or  210  minutes  weekly,  per  year,  must  be  devoted 
to  it.  This  work  must  be  equivalent  to  the  work  of 
Grades  VII.  and  VIII.  together,  and,  therefore,  likewise 
constitutes  the  First  Unit.  The  average  first-year  for- 
eign language  course  in  high  schools  consists  of  five  forty- 
minute  periods  per  week,  or  200  minutes  weekly,  the  whole 
year.     This  also  constitutes  the  First  Unit. 

Ninth  grade  foreign  language  preceded  by  language 
work  of  Grades  VII.  and  VIII. ,  constitutes  the  Second 
Unit.  This  is  equivalent  to  second  year  language  work 
in  the  high  school,  which  also  constitutes  the  Second  Unit. 

The  allotment  of  time  for  each  grade  or  each  unit  was 
carefully  considered  on  the  basis  of  the  degree  of  maturity 
of  the  pupils,  and  of  the  methods  followed  in  intermediate 
schools  and  high  schools  respectively.  The  plan  as  de- 
scribed above  was  accepted  by  the  committee  appointed 
to  draw  up  the  outline  of  work  in  Italian. 

(3) 


The  membership  of  the  committee  is  as  follows: 

Mr.  Paul  V.  Donovan,  Chairman,  Master  of  the  Continuation  School, 

Miss  Jessie  L.  Adams,  Dorchester  High  School. 

Mr.  Joel  Hatheway,  Chief  Examiner. 

Miss  Avis  A.  Kingston,  Girls'  High  School. 

Miss  Marie  A.  Solano,  Boston  Normal  School. 


ITALIAN. 

OUTLINE  OF  WORK  FOR  THE  FIRST  UNIT. 

According  to  the  new  plan  the  First  Unit  comprises 
the  work  of  Grades  VII.  and  VIII.  of  intermediate  schools 
or  classes,  or  of  the  first  year  in  high  schools. 

Method. 

The  conversational  method  should  be  used  throughout 
the  course,  no  text-book  being  employed  for  the  first 
half  year. 

At  the  outset,  make  it  clear  to  the  pupils  that  the 
Italian  language  is  purely  phonetic.  Give  many  illustra- 
tions, with  marked  emphasis  on  the  individual  sounds 
of  which  the  words  are  composed.  Special  drills  must 
be  given  in  the  vowel  sounds. 

Select  names  of  familiar  objects  in  the  schoolroom  for 
the  basis  of  a  vocabulary,  adding  names  of  well-known 
objects  at  home,  in  pictures,  in  books,  etc.  DriU  this 
Ust  and  add  to  it  in  succeeding  lessons.  The  fact  that 
all  nouns  in  Italian  are  of  the  masculine  or  of  the  feminine 
gender  constitutes  a  chief  difficulty  for  English-speaking 
pupils.  To  overcome  this,  constant  attention  must  be 
given  to  the  association  of  the  article  with  the  noun. 

The  knowledge  of  a  comparatively  few  words  enables 
the  pupils  to  formulate  answers  to  simple  questions  asked 
by  the  teacher.  These  questions  must  contain  all  the 
words  necessary  to  form  the  answer.  To  give  practice 
in  the  language,  these  questions  and  answers  may  be 
written  on  the  board  by  the  teacher  and  copied  by  the 
pupils. 

(4) 


After  a  few  lessons,  the  pupil  answering  the  question 
may  write  both  question  and  answer  on  the  blackboard, 
care  being  exercised  by  the  teacher  to  see  that  the  correct 
spelling  be  given. 

The  pupils  should  be  able  soon  to  reproduce  in  their 
own  words  the  substance  of  some  simple  stories  told  by 
the  teacher  who  should  first  satisfy  himself  that  the 
content  is  clearly  understood.  This  may  be  done  orally 
and  in  writing. 

A  review  of  the  previous  lessons  should  be  given  daily 
and  made  as  varied  as  possible,  some  minutes  of  each  reci- 
tation being  given  to  the  review  of  the  main  points  of  the 
preceding  lesson. 

Conjugation  of  the  more  commonly  used  verbs  should 
be  introduced  early.  The  individual  and  the  concert 
recitation  of  the  present  tense,  and  later  of  the  other 
tenses,  should  be  a  part  of  the  daily  lesson.  These  verb- 
forms  should  be  used  in  connection  with  the  vocabularies 
to  compose  simple  sentences. 

Interest  in  the  language  will  be  fostered  and  heightened 
by  an  acquaintance  with  some  simple  songs  and  poems. 
In  this  connection,  a  phonograph  is  a  valuable  adjunct, 
and  may  be  used  to  present  to  the  pupils  well-rendered 
Italian  songs  and  selections  from  the  more  familiar 
Italian  operas,  such  as  II  Trovatore,  Aida,  Lucia  di 
Lammermoor  and  Cavalleria  Rusticana. 

All  the  work  here  described  should  be  continued  for  a 
full  half-year,  supplemented  in  the  second  half-year  by 
the  use  of  a  text-book.  At  no  time  should  an  incorrectly 
pronounced  word  be  allowed  to  pass  unnoticed.  The 
pupils  should  be  drilled  in  the  use  of  both  ''tu"  and  ''Lei." 

Grammatical  sequence  should  be  constantly  in  the 
mind  of  the  teacher  as  the  work  progresses,  although  little 
or  nothing  should  be  said  about  grammar  as  such.  Until 
the  time  comes  when  pupils  can  understand  the  reasons 
for  the  use  of  certain  constructions,  formal  rules  should 
not  be  given.  The  study  of  formal  grammar  belongs  to 
the  Second  Unit. 

In  general,  Italian  should  be  the  language  of  the  recita- 

(5) 


tion.    But  there  will  be  times  when  an  explanation  in 
English  will  be  useful  and  necessary. 

Grammae. 
The  following  topics  should  not  be  taught  as  technical 
grammar,  but  the  order  should  be  followed  as  closely 
as  possible  by  the  teacher  as  the  work  progresses. 
Articles : 

(a)  definite. 

(b)  indefinite. 

(c)  contraction  with  prepositions. 

(d)  singular  and  plural. 
Nouns : 

(a)    plural  of  — 

feminines  in  unaccented  ''a." 

masculines  in  unaccented  "a." 

masculines  and  feminines  in  unaccented  "o" 

and  "e." 
mascuUnes  in  ''ca"  and  "ga." 
monosyllables. 
(6)    the  partitive  construction. 
Adjectives: 

(a)  position. 

usually  before,  when  shorter  than  noun, 
and  denoting  size  and  quantity.  After  — 
denoting  nationality,  materials,  color, 
taste,  smell,  etc. 

(b)  number  —  (similar  to  nouns). 

(c)  gender  —  feminines  in  "o,"  "e,"   "ca,"  ''co," 


-go." 

(d) 

agreement. 

(e) 

numerals. 

cardinals;  ordinals  to  100. 

(/) 

possessive  adjectives. 

(9) 

demonstrative  adjectives. 

(h) 

comparison. 

Pronouns: 

(a) 

personal. 

conjunctive. 

disjunctive. 

(6) 

ib) 

relative. 

(c) 

interrogative. 

(d) 

demonstrative. 

(e) 

possessive. 

(/) 

use  of  ''ne"  with  partitive. 

Verbs : 

(a) 

present  indicative. 

(b) 

past  definite. 

ic) 

future. 

id) 

imperfect. 

(e) 

present  perfect. 

• 

VOCABOLARIO  ITALIANO. 

Il  Corpo  Umano. 

la  bocca 

I'anulare 

il  naso 

il  braccio 

il  mignolo 

rocchio 

i  capelli 

la  faccia 

I'orecchio 

il  capo 

la  fronte 

il  petto 

il  collo 

la  gamba 

il  piede 

il  cuore 

la  gola 

la  spalla 

il  dente 

la  guancia 

lo  stomaco 

il  dito 

il  labbro 

la  testa 

il  pollice 

la  lingua 

il  viso 

I'indice 

la  mano 

il  medio 

il  mento 

Le  Peksone. 

la  bambina 

la  nonna 

Antonio 

il  bambino 

il  nonno 

Carlo 

la  cugina 

il  marito 

Domenico 

il  cugino 

la  moglie 

Enrico 

la  famiglia 

la  sposa 

Francesco 

la  figlia 

il  nipote 

Giovanni 

il  figlio 

la  nipote 

Luigi 

il  fratello 

il  presidente 

Paolo 

la  sorella 

il  re 

Enrichetta 

la  zia 

la  regina 

Francesca 

lo  zio 

il  signore 

Lnisa 

la  madre 

la  signora 

Margherita 

il  padre 

la  signorina 

La  Casa. 

Maria 

il  bicchiere 

la  mobiglia 

la  scodella 

la  camera 

il  muro 

la  sedia 

il  camino 

I'orologio 

il  soflfitto 

la  chiave 

la  parete 

lo  specchio 

le  cortine 

il  pavimento 

(7) 

la  stanza 

il  cucchiaio 

il  pianoforte 

il  tapeto 

la  cucina 

il  piatto 

la  tavola 

il  divano 

la  poltrona 

il  tavolino 

la  finestra 

la  porta 

la  tazza 

la  forchetta 

il  portone 

il  telefono 

il  guardaroba 

la  sala  da  pranzo 

le  tendine 

il  letto 

il  salotto 

il  tetto 

la  Ubreria 

la  scala 

Gli  Abiti. 

la  tovaglia 

I'abito 

i  calzoni 

il  pettine 

I'anello 

.  il  cappello' 

le  scarpe 

la  berretta 

il  fazzoletto 

la  spazzola 

la  calza 

i  guanti 
I  CiBi  E  Le  Bevande, 

la  tasca 

I'acqua 

la  fragola 

la  pera 

I'arancio 

il  frutto 

i  piseUi 

il  burro 

I'insalata 

il  pranzo 

il  cafffe 

il  latte 

la  prugna 

la  carne 

il  limone 

il  riso 

la  cena 

i  maccheroni 

il  sale 

la  colazione 

la  mela 

la  sete 

il  dolce 

la  minestra 

gli  spaghetti 

i  fagiuoli 

I'olio 

ilte 

la  fame 

il  pane 

I'uva 

la  farina 

la  patata 

il  vino 

il  fonnaggio 

il  pepe 

Il  Giardino. 

la  zuppa 

I'albero 

la  foglia 

la  margherita 

la  castagna 

il  garofano 

la  rosa 

I'erba 

il  giglio 

il  tulipano 

11  fiore 

il  legume 

La  Scuoi,a. 

la  violetta 

la  bandiera  degli  Stati 

I'inchiostro 

il  maestro 

Uniti 

I'inglese 

la  pagina 

la  busta 

I'italiano 

la  parola 

il  calamaio 

il  lapis 

la  penna 

il  campanello 

la  lavagna 

il  quademo 

la  Carta 

la  lettera 

la  scatola 

il  direttore 

il  libro 

lo  scrittoio 

il  gesso 

la  maestra 

Il  Tempo. 

la  scrittura 

ranno 

I'ora 

agosto 

rautunno 

la  prima  vera 

settembre 

ildi 

il  quarto  d'ora 

ottobre 

il  dopo  pranzo 

la  sera 

novembre 

restate 

la  settimana 
(8) 

dicembre 

il  giomo 

la  stagione 

domenica 

I'invemo 

gennaio 

lunedi 

la  mattina 

febbraio 

martedi 

il  mese 

marzo 

mercoledi 

il  mezzogiomo 

aprile 

giovedi 

la  mezz'ora 

maggio 

venerdi 

il  minuto 

giugno 

sabato 

la  notte 

luglio 

La  Campagna. 

la  collina 

la  montagna 

il  terreno 

il  bestiame 

il  prato 

la  via 

la  foresta 

la  strada  maestra 

il  villaggio 

il  parco 

la  strada  ferrata 
I  Nazioni. 

TAmerica 

un  tedesco 

un  italiano 

un  americano 

ringhilterra 

la  Russia 

la  Francia 

un  inglese 

un  russo 

un  francese 

ritaUa 

gli  Stati.  Uniti 

la  Germania 

La  Cittd. 

la  bottega 

il  municipio 

la  strada 

la  catedrale 

I'ospedale 

la  stazione 

la  chiesa 

I'osteria 

il  teatro 

I'edificio 

il  ponte 

la  torre 

il  giardino  pubblico 

la  prigione 

I'uffizio  della  posta 

il  marcia  piede 

la  scuola 

Gli  Animali. 

il  cane 

il  gallo 

Torso 

il  cavallo 

il  gatto 

il  tigre 

la  gallina 

il  leone 

Gli  Uccelli. 

la  vacca 

I'aquila 

il  passero 

Gli  Insetti. 

Tusignuolo 

la  f  arf  alia 

lamosca 

Pronomi. 
Personali. 

io,  tu,  egli, 

ella,  esso,  essa 

noi,  voi,  essi,  esse 

Congiuntivi. 
mi,  ti,  si,  gli,  le,  la,  lo,  ne  ci,  vi,  le,  loro,  li,  s  i 

Disgiuntivi. 
me,  a  me,  te,  a  te,  se,  a  se,  lui,  a  lui,  lei,  a  lei 
noi,  a  noi,  voi,  a  voi,  loro 
(9) 


Relativi. 


ehe 

la  quale 

le  quali 

il  quale 

i  quali 

Interrogativi. 

ohi? 

che  cosa? 

Dimostrativi. 

quale? 

questo 

questa                     questi 

queste 

quello 

quella                      quelli 

quelle 

quel 

quel 
Possessivi. 

il  mio 

la  mia                     i  miei 

le  mie 

il  tuo 

la  tua                      i  tuoi 

le  tue 

il  suo 

la  sua                     i  suoi 

le  sue 

il  nostro 

la  nostra                 i  nostri 

le  nostre 

il  vostro 

la  vostra                 i  vostri 

le  vostre 

il  loro 

la  loro                     i  loro 
Indefinitivi. 

le  loro 

qualcimo 

uno 

nulla 

qualcheduno 

nessuno 

un  altro 

niente 

Aggetivi. 
Di  Colore. 

azziuTO 

giallo 

rosso 

bianco 

grigio 

verde 

bruno 

nero 

Generali. 

bello 

inutile 

sgarbato 

brutto 

maleducato 

simpatico 

buio 

mesto 

spiacevole 

buono 

nuovo 

splendido 

caro 

piacevole 

sporco 

cattivo 

povero 

utile 

chiaro 

pulito 

vecchio 

contento 

ricco 

veloce 

educato 

rozzo 

gentile 

scuro 

Di  Dimensioni. 

alto 

grosso 

rotondo 

basso 

largo 

sottile 

corto 

limgo 

spesso 

grande 

piccolo 

(10) 

stretto 

Di  Quantita. 


molto 

poco 

tutto 

paxecchio 

troppo 

Comparativi  e 

Superlativi  Irregolari. 

inferiore 

minore 

pessimo 

maggiore 

ottimo 

superiore 

migliore 

peggiore 

Verbi. 

abitare 

contenere 

leggere 

rispondere 

accendere 

copiare 

levarsi 

rompere 

alzarsi 

coricarsi 

mandare 

saltare 

andare 

correre 

mangiare 

scrivere 

aprire 

costare 

mettere 

sedersi 

anivare 

credere  .. 

morire 

sentire 

asciugare 

cucinare 

mostrare 

sorgere 

ascoltare 

cucire 

muovere 

spegnere 

aspettare 

dare 

nevicare 

sperare 

avere 

desiderare 

nuotare 

spingere 

bagnare 

dimenticare 

pagare 

stracciare 

bastare 

dire 

parlare 

strisciare 

bere 

dispiacere 

partire 

studiare 

bisognare 

dividere 

pensare 

suonare 

bruciare 

dormire 

piacere 

tagliare 

cadere 

dovere 

piovere 

tenere 

camminare 

essere 

portare 

tirare 

capire 

fare 

potere 

tramontare 

cercare 

finire 

pregare 

udire 

chiamare 

formare 

prendere 

vedere 

chiudere 

fumare 

recitare 

vendere 

comprare 

guardare 

respirare 

venire 

comprendere 

imparare 

ricevere 

vivere 

coniugare 

in  vi  tare 

rincrescere 

volere 

contare 

lavorare 

AWERBI. 

abbastanza 

gi^ 

non  —  mai 

raramente 

adagio 

ieri 

non  —  pid 

sempre 

almeno 

insieme 

oggi 

si 

anche 

1^ 

peggio 

solamente 

ancora 

lentamente 

piu 

spesso 

appena 

lesto 

poche  volte 

subito 

bene 

male 

poco 

tardi 

certamente 

meglio 

presto 

troppo 

come 

meno 

pure 

un  pd 

di  nuovo 

molte  volte 

qualche  volta 

t         un  poco 

domani 

molto 

quanto 

velocemente 

dove 

no 

quasi 

forse 

non  —  ancora 

qui 
(11) 

CONGIUNZIONl. 

e 

ne  —  ne 

quando 

ma 

oppure 

se 

mentre 

perchS 

tuttavia 

Pkeposizioni. 

a 

dietro  a                  invece  di 

sopra 

con 

dopo  di                    lontano  da 

su 

contra, 

contro 

durante                   per 

tra 

da 

fra                            prima  di 

verso 

davanti 

a 

in                             senza 

vicino  a 

di 

intomo  a                 sotto 

OUTLINE  OF  WORK  FOR  THE  SECOND  UNIT. 

This  Unit  comprises  the  work  of  the  ninth  grade  in 
intermediate  schools  or  classes  when  preceded  by  two 
years  of  the  study  of  Italian,  or  the  work  of  the  second 
year  in  high  schools. 

Method. 

The  work  of  the  first  few  weeks  of  the  Second  Unit 
should  consist  of  a  rapid  but  thorough  review  of  the  vocab- 
ulary and  the  main  points  taught  in  the  First  Unit. 

The  problem  of  teaching  Italian  differs  from  the  work 
in  French  or  in  Spanish.  The  pupils  in  the  Italian  classes 
are  in  general  of  Italian  parentage,  and  nearly  all  of  them 
have  some  knowledge  of  the  language  either  in  the  form 
of  faulty  Italian  or  as  a  dialect.  Consequently,  the  aim 
of  the  instructor  should  be  to  teach  these  pupils  the  cor- 
rect pronunciation,  the  proper  use  of  words  and  the  right 
grammatical  construction.  In  accordance  with  this  pur- 
pose, the  use  of  Italian  as  the  language  of  the  classroom  is 
earnestly  recommended,  and  all  mistakes  in  grammar  or 
in  pronunciation  made  by  the  pupils,  whether  in  oral 
practice  or  in  reading,  should  be  carefully  corrected  by 
the  teacher.  For  this  reason,  the  so-callied  "sociahzing 
of  recitations"  is  not  recommended  in  teaching  a  foreign 
language.  The  pupil  must  hear,  speak  and  write  only 
correct  forms.  Thus  a  procedure  which  may  be  admis- 
sible and  have  its  advantages  in  the  teaching  of  subjects 
which  have  the  native  tongue  for  a  basis,  becomes  danger- 

(12) 


ous  when  teaching  a  foreign  language,  especially  during 
the  first  years  of  instruction.  Instead,  selected  poems  and 
dialogues  should  be  carefully  prepared,  memorized  and 
recited  by  different  pupils  to  the  profit  and  pleasure  of  the 
entire  class.  The  learning  of  songs  is  also  of  great  value 
for,  by  following  the  music,  the  pupils  acquire  the  correct 
pronunciation  and  accentuation  of  words. 

Formal  translation  may  be  started  early  in  this  Unit. 
Extracts  and  complete  stories  from  the  best  writers  of 
prose  and  of  poetry,  should  be  chosen  and  used  either  for 
reading  or  translating.  The  vocabulary  may  be  enriched 
by  noting  carefully  the  new  words  found  in  these  reading 
lessons.  These  words  should  be  written  in  the  note  book 
and  used  in  drills  given  by  the  teacher. 

In  this  Unit  the  pupils  should  make  a  more  comprehen- 
sive and  formal  study  of  grammatical  principles,  including 
the  review  of  the  rules  which  were  inductively  presented  in 
the  First  Unit.  Constant  practice  must  be  given  in  the 
use  of  pronouns,  conjunctions  and  prepositions. 

The  verbs  given  in  the  syllabus  should  be  conjugated  in 
full,  and  each  tense  thoroughly  drilled  so  that  the  pupils 
may  know  how  to  use  it  correctly. 

Formal  composition  and  much  of  the  oral  practice  may 
be  based  on  matter  read  or  translated.  Original  compo- 
sition, oral  or  written,  based  on  a  subject  selected  by  the 
teacher,  may  be  attempted  at  the  close  of  the  Second 
Unit.  This  work  is  useful  when  carefully  directed  by  the 
instructor.  The  pupils  must  use  only  what  they  know, 
for  to  attempt  the  use  of  unfamiliar  words  or  construc- 
tions leads  only  to  difficulty  and  confusion.  The  skillful 
teacher  who  wishes  to  do  this  advanced  form  of  composi- 
tion, will  know  how  to  direct  it  to  the  best  advantage. 

At  least  twice  a  week,  for  periods  of  from  ten  to  fifteen 
minutes  the  teacher  should  give  dictation  taken  from  some 
poem  or  from  reading  selections  familiar  to  the  pupils. 
The  necessity  and  usefulness  of  dictation  cannot  be  too 
strongly  emphasized. 

The  occasional  use  of  phonographic  records  of  spoken 
Italian  is  recommended. 

(13) 


Conclusion. 

Although  the  matter  has  been  touched  upon  in  the 
special  reports,  the  committee  wishes  once  more  to  remind 
teachers  of  classes  of  beginners  that  the  grammar  outline 
for  the  First  Unit  of  work  has  been  constructed  for  the  sole 
purpose  of  furnishing  a  concise,  compact  and  systematic 
outline  of  those  facts  of  grammar  which  may  appropriately 
be  taken  up  during  the  course  of  the  First  Unit  work.  It 
is  not  expected  that  the  grammar  will  be  taught  in  a  formal 
way,  nor  that  the  teacher  will  follow  the  order  of  presen- 
tation given  here.  The  order,  method  of  actual  presenta- 
tion, etc.,  are  left  to  the  judgment  of  the  teacher.  It  is 
not  expected,  however,  that  the  limits  here  noted  will 
ordinarily  be  exceeded.  The  same  consideration  applies 
to  the  Second  Unit,  with  the  understanding  that  the 
grammatical  work  of  this  Unit  will  be  more  systematic 
and  complete. 


127911 


(14) 


This  book  is  DUE  on  the  last  date  stamped  below 


NOV  14  1934 

JUN  11  1956 


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